مقایسه تاثیر آموزش معکوس و آموزش سنتی بر اشتیاق تحصیلی درس ریاضی دانش آموزان ابتدایی

Abbasi,M., & Dargahi,SH. (2014). Role of Procrastination, Self-Regulation and Metacognition in Predicting Students' Academic Motivation. Bimonthly of Education Strategies in Medical Sciences. 7(5), 273-278. ( Persian)

Alvand, M. (2016). Filipped Classroom on performance and achievement motivation of Science course in sciences) case study Female students sixth grade 6 elementary School of Mashhad, MSc thesis of curriculum, Faculty of Humanities and Management, Institute for non-nonprofit higher education of the Institute of Higher Education in Sanabad. (Persian)

Attaran, Mohammad. (2015). Reverse Teaching in Higher Education, Two Quarterly Journal of Theory and Practice in the Curriculum, Fourth Year, No. 7. (Persian).

Bonwell,C.C. (2008). Active learning: creating: Exitement in the classroom retrieved january 31.

Bouwmeester, R., de Kleijn, R., van den Berg, I., Cate, O., Rijen, H., & Westerveld, H. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education.139, 118–128.

Burrows, PL. (2010). An examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade students. [dissertation]. Eugene, Oregon: University of Oregon.

Cabi, E. (2018). The Impact of the Flipped Classroom Model on Students' Academic Achievement. International Review of Research in Open and Distributed Learning, vol 19 (3),201-223.

Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C.,& et. all. (2018). Academic outcomes of flipped classroom learning: A meta-analysis. Medical Education, 52(9), 910–924.

Drake, Y., Kayser, M., & Jacobowitz, R. (2016). The Flipped Classroom. An Approach to Teaching and Learning,The Benjamin Center, SUNY New Paltz Ulster County School Boards Association.

Esmaeilifar, M.,Tagvayi Yazdi, M., & Niaz azar, K. (2016). Effect of Filipped Classroom approach on learning Science course of elementary school students, Master's thesis of Educational management, Islamic Azad University, Sari branch. ( Persian)

Fredericks JA, Blumenfeld PC, Paris AH. (2004).School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 74(1): 59–109.

Gharibzadeh R, Kazemi S, Jaaferi S. (2017). The impact of organizational Ambience and quality of work life of nurse's compatibility in 2016. J Educ Ethics Nurs. 6 (3 and 4) :40-48

Gharibzadeh R, Moeinikia M, Mokallaf Sarband K. (2020). Investigating the Effectiveness of Teacher's Ethical Decision Making on Professional Ethics of Managers Based on the Mediating Role of Infor-mation Literacy: A Case Study. Human Information Interaction. 6 (4): 78-87.

Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131. ( persian)

Johnson, G. B. (2013). Student perceptions of the Flipped Classroom.

Kenna, D. C. (2014). A study of the effect the flipped classroom model on student selfefficacy. NORTH DAKOTA STATE UNIVERSITY.

Linnenbrink, E. A., & Pintrich, P. R. (2003). “The Role of Self-Efficacy Beliefs in Student Engagement and Learning in the Classroom”. Read Writ Q Overcoming Learn Difficult. 19(2), 119-137.

Little, C. (2015). The flipped classroom in further education: literature review and case study. Research in Post-Compulsory Education, 20(3), 265-279.

McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: not just surface gains. Advances in Physiology Education.40(1), 47-55.

Moazami,F. (2017). Comparison of the effect of flipped classroom teaching method and traditional teaching method in learning Physics course in high school students, collections of papers of the Third National Conference of Educational Sciences in Iran, Qom. ( Persian)

Muir, T., & Geiger,V. (2015). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal. DOI: 10.1007/s13394-015-0165-8.

O'Flaherty, J. & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, Volume 25, April 2015, Pages 85– 95.

Paris, A.H., &  Blumenfeld, PC. (2004). Motivation and cognitive engagement in learning environments. In R. K. Sawyer(Ed.), The Cambridge handbook of the learning sciencest.

Rotellar, C., & Cain, J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. American journal of pharmaceutical education, 80(2).

Sams, A., & Bergmann, J. (2014). Flipped learning: Gateway to student engagement. Washington DC: International Society for Technology in Education.

Seif, Ali Akbar. (2012). Educational Psychology, Doran, Tehran. ( persian)

Sohrabi, N., Farzendeh, S., & Abedi, M. (2012).Comparison of academic enthusiasm in students with high school Consultant and lack of consulting in Isfahan, third National conference on Counseling, Khomeynishahr, Islamic Azad University, Khomeini branch. ( Persian)

Soufi, A., & Zirkoohi Ageing, R. (2018). Academic engagment for the inevitable necessity of learning. 5th International Conference on Psychology, Education and Life style. ( Persian)

Wang, MT., Willet, JB., & Eccles, J. (2011).The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity.Journal of School Psychology. 49(4), 465–480.

Yousef Vand, M., & Alavi, Z. (2018).The effectiveness of cognitive strategies training and congnition of academic guidance on male students of secondary school, Journal of Education and Training. 11 (42), 159-143. ( Persian)

Zahed, Adel, Karimi Yousefi, Seyedeh Hayedeh and Moeini Kia, Mehdi. (2013). Psychometric Characteristics of the School Attention Scale, Scientific-Research Quarterly of Educational and School Studies, 2 (7): 70-55. ( persian)